A Student-Centered Approach for Assessing Sexuality Education in the Classroom

Autor/inn/en	Tavrow, Paula; Schenker, Lauren; Johnson, Meredith R.
Titel	A Student-Centered Approach for Assessing Sexuality Education in the Classroom
Quelle	In: American Journal of Sexuality Education, 18 (2023) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavrow, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2022.2082616
Schlagwörter	Student Centered Learning; Sex Education; Public Schools; Curriculum Evaluation; High School Students; Pilot Projects; State Standards; Classroom Environment; Test Validity; California (Los Angeles) + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Public school; Öffentliche Schule; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pilot project; Modellversuch; Pilotprojekt; Klassenklima; Unterrichtsklima; Testvalidität
Abstract	In the past decade, several states have introduced comprehensive sexuality education standards for public schools, but the impact is unknown because mechanisms to monitor adherence and improve quality have been lacking. In this study, we pilot-tested an approach for high school students to assess sexuality education standards mandated by the California Healthy Youth Act. We introduced a 15-minute online survey administered at the conclusion of sexuality education instruction. Results from thirteen Los Angeles high schools indicated that the approach was acceptable, feasible, and valid. It provided actionable data about which standards were being followed and whether the classroom environment was conducive to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01