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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose : Although previous researchers have concluded that teachers’ (dis)comfort and health knowledge/literacy about students’ chronic health conditions (CHC) are disease-specific, these constructs have not been assessed together within the same study and across multiple CHC. The purpose of this study was to compare the health knowledge/literacy and (dis)comfort levels of general and special education teachers about having students with the most prevalent CHC. Teachers’ preferred modes for learning about CHC were also assessed. Data were obtained using the Chronic Health Conditions and Youth Questionnaire. Method : The study sampled 127 practicing (n=101), and pre-service (n=26) general and special education teachers currently enrolled in graduate education courses at a university in southeast Florida. Participants’ responses to the questionnaire were analyzed using a stepwise regression analysis, single and multiple correlation analyses, a one-way ANOVA, and descriptive analyses. Major Findings : The variables currently teaching and having taken a course about CHC were moderately effective in predicting teachers’ (dis)comfort (R=.49, R2 =.24). No significant differences were found between general and special education teachers’ (dis)comfort levels F(1,83)=.097, p= .33 or their health knowledge/literacy F(1.83)=0.12, p=.73. There was a weak positive relationship (r=.22, p<.001) between teachers’ health knowledge/literacy and perceived (dis)comfort levels. Teachers had low levels of health knowledge/literacy about disease-specific deficits; their (dis)comfort levels were also disease-specific. Interestingly, teachers were more comfortable at handling epileptic seizures than asthma attacks, and least comfortable about talking to students about their cancer diagnosis, giving oral medications, and monitoring blood sugar in students with diabetes. Teachers preferred learning about CHC from parents instead of school nurses by a 2:1 ratio. Presentations by physicians were the teachers’ second highest choice. Teachers preferred, only slightly, taking a university course rather than obtaining information from the web. Fifty-two percent of the teachers reported knowing the person at school designated to help them with affected students. Only 34.6% reported having formal training about CHC; and less than 40% knew other teachers who were trained, or knew their schools’ policies for handling students’ CHC.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 158-177).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Beth Pugach Reinhard. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LC3969.45.R45 2012_ReinhardBeth ( BU-Local )
- Classification:
- LC3969.45.R45 2012 ( lcc )
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