HEALTH AND LEARNING:
STRATEGIES FOR STUDENTS AND TEACHERS
HED 42575/52575-004 (13152/20934) T-TH
Laurie M. Wagner, M.Ed.,
CHES Office
Hours: T/TH 9:30 - 10:30 PM,
316 White Hall T/TH 1:30 - 3:00PM,
Kent State University or
by appointment
(330) 672-7977 (School), (330) 677-5410 (Home)
lyoo@kent.edu
Text: Ö
Ö
Crutcher, Chris. Staying Fat for Sarah Byrnes. New
York: Laurel-Leaf Books, 1993. (See your local public library).
Ö
Readings from
selected websites (will be identified in class)
Brief Course
Description:
Professional
literature in various disciplines confirms the value of coordinated school and community
strategies to promote health as a means to improving academic outcomes for
students. The focus of this course is
directed toward analyzing critical health issues confronting learners,
evaluating the impact of health risk behaviors on academic achievement, and
reviewing school and community policy and practice to respond to such threats
to health status and educational achievement.
Course Objectives: By the end
of the semester, students will have:
1. analyzed critical health issues confronting school-age
children and youth.
2. evaluated the impact of health risk behaviors on
academic outcomes.
3. review school and community policy and practice
recommendations to improve student health and achievement outcomes.
4. completed training in Standard First Aid and CPR.
5. practiced crisis management and student advocacy
protocol.
NOTE #1: IN ACCORDANCE WITH UNIVERSITY POLICY, IF YOU HAVE A
DOCUMENTED DISABILITY AND REQUIRE ACCOMMODATIONS TO OBTAIN EQUAL ACCESS IN THIS
COURSE, PLEASE CONTACT THE INSTRUCTOR AT THE BEGINNING OF THE SEMESTER OR WHEN
GIVEN AN ASSIGNMENT FOR WHICH AN ACCOMMODATION IS REQUIRED. STUDENTS WITH DISABILITIES MUST VERIFY THEIR
ELIGIBILITY THROUGH THE OFFICE OF STUDENT DISABILITY SERVICES (SDS) IN THE
MICHAEL SCHWARTZ STUDENT SERVICES CENTER (672-2972).
NOTE #2: IT IS THE STUDENT’S RESPONSIBILITY TO ENSURE PROPER
ENROLLMENT IN CLASSES. YOU ARE ADVISED
TO REVIEW YOUR OFFICIAL CLASS SCHEDULE DURING THE FIRST 2 WEEKS OF THE SEMESTER
TO ENSURE PROPER ENROLLMENT. SHOULD YOU
IDENTIFY AN ERROR IN YOUR CLASS SCHEDULE, YOU HAVE UNTIL JANUARY 18, 2001 TO
CORRECT IT WITH YOUR ADVISING OFFICE. IF
REGISTRATION ERRORS ARE NOT CORRECTED BY THAT DATE AND YOU CONTINUE TO ATTEND
AND PARTICIPATE IN CLASSES FOR WHICH YOU ARE NOT OFFICIALLY ENROLLED, YOU ARE
ADVISED NOW THAT YOU WILL NOT RECEIVE A GRADE AT THE END OF THE SEMESTER.
NOTE #3:
WEBSITE READING
ASSIGNMENTS WILL BE ASSIGNED FOR DISCUSSION AS THE COURSE PROGRESSES.
Tentative Class
Meeting Outline
Week of: Topic:
January 14, 2002 Course
Overview, Rationale for this course as a requirement, Definitions of Health
January 21, 2002 Leading
Causes of Morbidity and Mortality of
Americans,
The Nation’s Health Objective Agenda
(McGinnis, Foege. JAMA, 1993.)
January 28, 2002 A
Focus on Health Issues of School-age Children and Youth, Roles of School
Professionals in Medical Care, Disease Prevention (Universal Precaution
Protocol), and Health Promotion
(Lewis. Phi Delta Kappan,
1997.)
(World Health Organization. Journal of
School Health, 2000.)
February 4, 2002 The
6 CDC Problem Priority Areas, National Health Education Standards, YRBS
findings
(Ohio Youth Risk Behavior Survey -
Summary, 1999.)
(Kann, Kinchen,
et al. Journal of School Health, 1999.)
Valois, Thatcher, et al. Journal of
School Health, 1997.)
(Grunbaum, Kann, et al. Journal of School Health,
2000.)
February 11, 2002 Health
Risk Behaviors: A Threat to School Success and Academic
Achievement
(Symons, Cinelli
et al. Journal of School Health, 1997.)
(Classroom Breakfast. Helping Maryland Students Make the
Grade. Maryland Department of Education. 2000.)
February 19, 2002 Health
Risks: Threats to Achievement, cont.
Review
Session - Exam #1
February 21, 2002 Exam
#1
February 25, 2002 Child
Abuse - Mandated Reporter Issues
(
(Crutcher, Staying Fat for
Sarah Byrnes - See note above)
March 4, 2002 Education
Professionals as Advocates, Practicing Advocacy and Referral Skills
March 11, 2002 Inclusion
of the Learner with Special Needs
(Meek. Educational
Leadership. 1998.)
March 25 –
31 2002
SPRING BREAK!!!! HAVE FUN!!!!!
April 1, 2002 The
Coordinated School Health Program - An efficient and effective model
(Tyson. Phi Delta Kappan (Special Report). 1999.)
(Lawton. Middle Ground.
1999.)
April 4, 2002 CSHP
cont. Review Session - Exam #2
April 9, 2002 Exam
#2
April 11, 2002 Sexual
Risk-reduction and Health Promotion Recommendations, Student Depression as a
threat to school success
April 15, 2002 Suicide
Issues in Context of the CSHP (Micro/Macro Management Recommendations)
(Jones, American School Boards Journal. 2001)
April 22, 2002 Violence
risk-reductions in the School Community,
Conflict
Resolution Strategies
(US Secret Service. 2000)
April 29, 2002 Parent
Involvement/Parent Engagement in Academic Achievement and Health Promotion
(Finn, Educational Leadership. 1998)
(Resnick, Bearman
et al. JAMA. 1997)
May 2, 2002 Review
Session - Exam #3
Due
Date: Completion/Confirmation
1st
Aid/CPR Certification
By
the end of class please!
May 3, 2002 Due
Date: Individual Investigation (See Syllabus)
Due
by NOON (in my mailbox please!!!)
May 8, 2002 Exam
#3
(12:45
- 3:00 pm)
Course Evaluation: A point system will be utilized for evaluating all
class assignments. The following will
establish a non-competitive means of keeping track of your progress in the
course:
1. Participation 30 pts. (each
class worth 1 pt.)
2. Exam 1 50 pts.
3. Exam 2 50 pts. SCALE:
1.
Exam 3 50 pts. 252
- 280 = A
4. Current
First Aid Certification 25 pts. 224 - 251 = B
5. CPR
Certification 25
pts. 196 - 223
= C
6. Individual
Investigation 50 pts. Below 196 (Come on!!??)
280 pts.
Assignment Guidelines:
1. Exams: These tests will include both
objective and subjective items, and will contain material from readings on
electronic reserve, the text, lectures, handouts, guests, etc.
2. First Aid and CPR Certifications: By
the end of the semester, all students must confirm that they hold current certifications in Standard First Aid
(American Red Cross) and Community CPR (NOTE: must include child and
adult skills @ minimum) (American Red Cross or American Heart
Association). These courses are
available through local community agencies (www.portageredcross.org), fire companies, ambulance services, and through
selected campus sources. Students must
provide the instructor with a card confirming current certification in both
emergency care protocol. For full credit,
certifications must be current through at least the end of the semester (by the
conclusion of the May 2, 2002 class meeting).
3. Individual
Investigation (DUE DATE – May 3, 2002):
Throughout this course, you will engage in a series of conversations
that focus on the interests and concerns of stakeholders in the educational
process. This investigation assignment
is worth 50 points (see above), and will require you to talk with 5 particular
people: an administrator, a teacher, a parent, a student, and a member of the
support staff (counselor, nurse, secretary, custodian, bus driver, cafeteria
worker, etc,). While these conversations
need not take place in any particular order, the people with whom you speak
must have current involvement with students (no retirees please). In addition, for full credit, a minimum of
3 of these people must represent the same school district. In each case, please identify only the
specific role/title of the person with whom you speak. PLEASE DO NOT IDENTIFY THE NAME OF YOUR
CONTACT PERSONS. Please gather the
following information:
FROM
ADMINISTRATORS:
1.
Exact title,
sex, years of professional service, professional background, academic
background, and salary.
2.
The extent to
which they feel supported by their board of education.
3.
Discuss 2
school policies that are in place within their building/district intended to
enhance the health of the student population.
4.
Identify and
discuss the most common and most dangerous health issues with which
their students are dealing, and
5.
Identify and
discuss specific ways in which the academic progress of their students is
affected by identified health issues.
FROM
THE TEACHER AND THE SUPPORT STAFF INDIVIDUALS:
1.
Exact title,
sex, years of professional service, professional background, academic
background, and salary.
2.
Their
perceptions concerning the extent to which they feel supported by the
administration, colleagues, and parents with whom they work.
3.
The extent to
which they feel that their work is affected by the availability of resources
(financial, equipment, time, etc.).
4.
Identify and
discuss the most common and most dangerous health issues with which
their students are dealing, and
5.
Identify and
discuss specific ways in which the academic progress of their students is
affected by identified health issues.
FROM
PARENTS:
1.
Number of
children for whom they are parents/guardians (sex, ages, and grade levels of
each child under their care).
2.
Description of
their beliefs concerning their responsibility in supporting/participating in
the academic outcomes of their children.
3.
Specify the
activities in which they participate with their children and the activities in
which they participate with their local schools to support the academic
outcomes of their children.
4.
The extent to
which they feel comfortable/welcomed in the schools attended by their
children. In specific, please discuss
the kind of relationship that they feel they have with the schools and the
professionals employed there.
5.
Identify and
discuss the most common and most dangerous health issues with which
their children (or their children’s friends) are confronted.
6.
The specific
ways in which they think that the health issues or health decisions that
confront their child can compromise the academic progress of their children (or
their children’s friends).
7.
Their
perceptions concerning the role of schools in promotion of child and adolescent
health.
FROM
STUDENTS:
1.
A brief description
of their family unit and their school (family: # of adults and kids in their
household, and their place in the birth order; school: size, location, public/private).
2.
Description of
their beliefs concerning the most common and most dangerous health
issues with which they and their friends are confronted.
3.
Describe the
extent to which they see evidence that health risks compromise the academic
outcomes of students in their school.
4.
The extent to
which they feel a sense of “connectedness” with their family, school, and
community.
5.
Their
perceptions concerning the most important roles for families and schools in
promotion of health and academic outcomes for children and youth.
IN
ORDER TO COMPILE YOUR FINDINGS INTO WRITTEN FORM, I OFFER THE FOLLOWING GUIDELINES:
1.
Your paper must
be typed and must be no longer than (15) double-spaced pages, 12 pt. font., with 1 inch margins.
2.
You must
summarize the responses of each conversation - I encourage some kind of
table form.
3.
After the
responses of each conversation are summarized, you MUST summarize
similarities, differences, and unique or surprising responses or trends from
the conversations.
4.
You must then
conclude your work with an interpretation section. This section should be no less than 3 - 5
pages in length. It should highlight
your reactions to the responses of the individuals with whom you had
contact. In specific, what did you learn
- the impact of your findings on
reinforcing, adding to, changing your views about school-age students and the
challenges that confront them, and your views about developing relationships
with stakeholders and your role as a teacher in cultivating such relationships.
5.
Finally, your
interpretation section should include a discussion of the responses of individuals whose
beliefs and experiences are most similar and different from yours. What can we learn from such differences and
similarities?
GRADING
RUBRIC:
1. Summary
of each of the 5 conversations (15 pts.)
2. You must
summarize similarities, differences, and unique or surprising responses
of the stakeholders (10 pts.)
3. You must then
conclude your work with an interpretation section (20 pts.)
· This section should be between 3 - 5
pages in length.
· It should highlight your reactions to
the responses of the stakeholders
· What did you learn?
· What is the impact of your findings on
reinforcing, adding to, changing your views about school-age students and the
challenges that confront them, and your views about developing relationships
with stakeholders and your role as a teacher in cultivating such relationships.
· Finally, your interpretation section
should include a discussion of the responses of individuals whose beliefs and experiences are most
similar and different from yours. What can we learn from such differences and
similarities?
4. Grammar,
spelling, sentence structure, typing errors, etc. (5 pts.) HINT: Please use
that spell-checker and proofread your paper before handing it in!