Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study
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| Title: | Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study |
|---|---|
| Language: | English |
| Authors: | Samantha Hubbard (ORCID |
| Source: | Journal of School Health. 2026 96(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Centers for Disease Control and Prevention (CDC) (DHHS/PHS) |
| Contract Number: | 75D30119Q71029 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Health Education, Faculty Development, Knowledge Level, Program Effectiveness, Teacher Competencies, Secondary School Teachers, Self Efficacy, Teaching Skills |
| DOI: | 10.1111/josh.70101 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district. Methods: During the 2021-2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (n = 32). Pre/post surveys measured changes in HEd teachers' perceived instructional competencies (i.e., essential knowledge and skills). Wilcoxon signed-rank tests examined changes in teachers' (n = 15) perceived instructional competencies before and after participating in CHECKS PD. Results: Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (Z = -2.26, p = 0.02), child/adolescent development (Z = -2.02, p = 0.04), communicate effectively and efficiently (Z = -2.20, p = 0.03), evaluate student performance (Z = -2.31, p = 0.02), plan instruction (Z = -2.70, p = 0.01), pedagogical content knowledge (Z = -2.08, p = 0.04), and professional standards and policies (Z = -2.56, p = 0.01). Implications for School Health Policy, Practice, and Equity: Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies. Conclusion: Future research with larger samples of HEd teachers from geographically diverse settings is needed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491956 |
| Database: | ERIC |
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